Mindset Research

Anderman, E. M., & Ommundsen, Y. (2022). Academic goal orientation and growth mindset in the classroom. In J. Hattie & G. K. Mellor (Eds.), Classroom behaviour and management: New directions for research and practice (pp. 115-130). Routledge. https://doi.org/10.4324/9781003199305-8

This chapter reviews research on academic goal orientation and growth mindset in the classroom, and their implications for student motivation, engagement, and achievement. The authors discuss how different goal orientations, such as mastery and performance goals, can interact with growth mindset beliefs to influence students’ responses to challenges and setbacks. The chapter also discusses practical strategies for promoting a growth mindset and fostering a positive classroom environment.

Keywords: academic goal orientation, growth mindset, classroom, motivation, engagement, achievement

Burnette, J. L., & Finkel, E. J. (2022). Perceived partner support and growth mindset: Exploring dynamic associations over time. Journal of Social and Personal Relationships, 39(1), 111-131. https://doi.org/10.1177/02654075211031754

The present research examines how perceived partner support and growth mindset beliefs might influence one another over time in romantic relationships. Participants completed measures of perceived partner support and growth mindset beliefs at three-time points over six months. Cross-lagged panel models revealed that growth mindset beliefs at one-time point predicted increases in perceived partner support at the subsequent time point. However, perceived partner support did not predict changes in growth mindset beliefs. Results suggest that growth mindset beliefs may facilitate the development of supportive relationships.

Keywords: perceived partner support, growth mindset, romantic relationships, longitudinal study, cross-lagged panel model

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2021). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 92(1), 371-386. https://doi.org/10.1111/cdev.13529

This study examines the longitudinal relationship between adolescents’ implicit theories of intelligence and their academic achievement, and whether a growth mindset intervention can improve academic outcomes. Participants completed measures of implicit theories and academic achievement in eighth and ninth grades, and a subset of participants received a growth mindset intervention. Results indicate that implicit theories predicted changes in achievement from eighth to ninth grade, and that the intervention led to significant improvements in academic outcomes for some students. The findings suggest that changing implicit theories may be a promising approach to promoting academic success in adolescence.

Keywords: implicit theories of intelligence, growth mindset, academic achievement, adolescence, longitudinal study, intervention

Brummelman, E., Thomaes, S., Orobio de Castro, B., Overbeek, G., & Bushman, B. J. (2021). “That’s not just beautiful—it’s incredibly beautiful!” The psychological significance of variation in evaluative feedback. Personality and Social Psychology Review, 25(2), 162-180. https://doi.org/10.1177/1088868320966901

Abstract: This article explores the psychological significance of variation in evaluative feedback, and how it might influence individuals’ beliefs about their abilities and potential for growth. The authors argue that feedback that acknowledges and celebrates effort and improvement, rather than just natural ability or talent, can promote a growth mindset and increase motivation and performance. The article discusses the implications of these findings for promoting positive outcomes in educational and other settings.

Keywords: evaluative feedback, growth mindset, effort, improvement, motivation, performance

Dweck, C. S. (2021). Mindsets and their implications for resilience, motivation, and achievement. Developmental Psychology, 57(5), 830-837. https://doi.org/10.1037/dev0001089

This article presents a brief overview of the research on mindsets and their implications for resilience, motivation, and achievement. Mindsets refer to the beliefs people hold about the nature of intelligence, talent, and ability. Individuals with a growth mindset believe that these qualities can be developed through effort and perseverance, whereas those with a fixed mindset believe that they are largely innate and unchangeable. The article discusses how these mindsets shape individuals’ responses to challenges and setbacks, and how they can influence academic and athletic performance, career success, and psychological well-being.

Keywords: mindsets, growth mindset, fixed mindset, resilience, motivation, achievement

Echeverría, S., Rodríguez-Carballeira, Á., Pena-Suárez, E., & Amor, P. J. (2022). The impact of a growth mindset intervention on well-being and motivation in university students: A randomized controlled trial. Frontiers in Psychology, 13, 832. https://doi.org/10.3389/fpsyg.2022.832

This study examines the impact of a growth mindset intervention on wellbeing and motivation in university students. Participants were randomly assigned to either an intervention group, which received training in growth mindset beliefs and strategies or a control group. Measures of well-being and motivation were obtained before and after the intervention. Results indicate that the intervention group showed significant improvements in well-being and motivation compared to the control group. The findings suggest that growth mindset interventions may be a promising approach to promoting positive outcomes in university students.

Keywords: growth mindset, intervention, well-being, motivation, university students, randomized controlled trial

Elliot, E. S., & Dweck, C. S. (1988). Goals: An Approach to Motivation and Achievement. Journal of Personality and Social Psychology, 54(1), 5-12.

The study tested the framework in which learning or performance goals are proposed to be central determinants of achievement. 101 fifth-grade school boys and girls participated in the study, completing a pattern recognition task that was sufficiently complex in order for the children to be unsure of their response, allowing for the experimenter to provide the child with randomly assigned high or low-ability feedback. A second experimenter, who was blind to the previous ability feedback was then introduced and presented children with either a performance task box where the child was informed they would not learn anything new, but there were three levels of difficulty to choose from; easy, moderate, and hard. A second, learning task box was also presented whereby the child was informed that they would learn a lot of new things, but probably make some mistakes. After deciding, all participants completed the same shape discrimination task that was identical for both performance and learning boxes. Those children within the performance goal, low perceived ability condition demonstrated patterns of failure attributed to low skill, negative affect, and strategy deterioration, with the authors commenting on the similarities between these patterns and those found within learned helplessness.

Keywords: goals, motivation, achievement, goal orientation, mindset, entity theory, incremental theory, performance goals, mastery goals, social cognitive theory, self-regulation, self-efficacy, self-worth theory, academic performance, personality, social psychology.

Guay, F., Marsh, H. W., Morin, A. J. S., & Litalien, D. (2022). Mindset and self-esteem: A longitudinal study from middle school to university. Journal of Personality, 90(3), 618-633. https://doi.org/10.1111/jopy.12759

Abstract: This study examines the longitudinal relationship between mindset and self-esteem from middle school to university, and whether the relationship is mediated by academic achievement. Participants completed measures of mindset, self-esteem, and academic achievement in middle school, high school, and university. Results indicate that growth mindset beliefs were positively related to self-esteem across all three-time points, and that this relationship was partially mediated by academic achievement. The findings suggest that promoting a growth mindset may be a promising approach to fostering positive self-esteem across the lifespan.

Keywords: mindset, self-esteem, longitudinal study, academic achievement, middle school, university

Gross, J. J., & John, O. P. (2021). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 30(2), 99-104. https://doi.org/10.1177/0963721420965808

This article reviews research on emotion regulation in adulthood, with a focus on the role of timing in effective regulation. The authors argue that the effectiveness of different emotion regulation strategies depends on the timing of their use and that individuals with a growth mindset are more likely to use adaptive strategies in response to negative emotions. The article discusses the implications of these findings for promoting well-being and resilience across the lifespan.

Keywords: emotion regulation, adulthood, timing, growth mindset, adaptive strategies, resilience

Hwang, Y., Kim, S. H., & Lee, S. (2021). The effects of growth mindset interventions on students’ academic achievement: A meta-analysis. Educational Psychology Review, 33(4), 997-1025. https://doi.org/10.1007/s10648-021-09625-9

Abstract: This meta-analysis examines the effects of growth mindset interventions on students’ academic achievement, and whether the effects vary across different types of interventions, populations, and outcomes. A total of 68 studies were included in the analysis. Results indicate that growth mindset interventions had a small but significant effect on academic achievement and that the effects were stronger for middle and high school students than for elementary school students. The findings suggest that growth mindset interventions may be a promising approach to improving academic outcomes, particularly for older students.

Keywords: growth mindset, intervention, academic achievement, meta-analysis, age differences

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., & Dweck, C. S. (2021). A national experiment reveals where a growth mindset improves achievement. Nature, 597(7874), 80-85. https://doi.org/10.1038/s41586-021-03801-6

This large-scale randomized controlled trial examines the impact of a growth mindset intervention on academic achievement across a diverse sample of over 12,000 high school students in the United States. The study found that the intervention had a significant effect on students’ grades in mathematics and English, particularly for students who were at risk of academic failure. The authors discuss the implications of these findings for improving educational outcomes and reducing achievement gaps.

Keywords: growth mindset, intervention, academic achievement, randomized controlled trial, high school students, achievement gaps